Math Reality vs. Math Myth:A Partnership for Student Success

Math Myth:A Partnership for Student Success Dianne Siegfreid, Concurrent Enrollment, Weber State University, Utah Dixilee Blackinton, Developmental Math, Weber State University, Utah Lis

Math Reality vs Math Myth:

A Partnership for Student Success

Dianne Siegfreid, Concurrent Enrollment, Weber State University, Utah Dixilee Blackinton, Developmental Math, Weber State University, Utah Lisa Jasumback, K-12 Math Supervisor, Davis School District, Utah

The Salt Lake Tribune

August 18, 2004

Utah up on ACT scores

Overall results make educators

happy, but math still a struggle

Fewer then half of

college-bound grads from 2004 will

do well in college math

courses.

“…math remains the toughest of

the ACT exams, reinforcing

revelations from another

measure: the Utah Basic Skills

Competency Test…”

Weber State University

Weber State University

• 39% Non-traditional Students

• 60% Students are full time

• 89% of students work at least 10

hrs per week

• 38% are married

The University Viewpoint

• Student body has changed

• Student preparation has not kept

pace

• Most high school intermediate

algebra students land in college

developmental math

The University Viewpoint continued

• Low passing rates in

Math Placement

• Only 30% are eligible for college level math

• Less than ACT 23 score and COMPASS

Prognosis of Earning a Degree

First Course Passed MC/QL Degree

Davis School District

Demographics

• K-12 Public School System

• Suburban, just north of Salt Lake City

• Includes 9 Title 1 Elementary Schools

• 60,000 students currently, expected to

increase 20,000 in the next ten years

Math Course Taking Patterns of Seniors

(2004) Who Were Enrolled in Algebra As

Using the 6 th Grade CRT To

Eighth Grade

8TH 8TH 8TH 8TH 8TH 8TH 8TH 8TH

Algebra Algebra Algebra Algebra Geometry Geometry Geometry Geometry

1st term 2nd term 3rd term 4th term 1st term 2nd term 3rd term 4th term

Ninth Grade

9TH 9TH 9TH 9TH 9TH 9TH 9TH 9TH 9TH 9TH 9TH 9TH

Algebra Algebra Algebra Algebra Geometry Geometry Geometry Geometry Int Alg Int Alg Int Alg Int Alg.

1st term 2nd term 3rd term 4th term 1st term 2nd term 3rd term 4th term 1st term 2nd term 3rd term 4th term

A- B+ A

A-A A- A- A B+ B+ B+ C-

A A A C+ D+ C+ C+

A-A- A- A-

A-C+ C+ B- D+

A- A A B- B- C C

A-B C C A

C D- A D+

A- A- B+ B+

B C+ C A- A A- A

D-B- C+ B- D A- B B+ B B+ A- A- A-

Tenth Grade

10TH 10TH 10TH 10TH 10TH 10TH 10TH 10TH 10TH 10TH 10TH 10TH

Geometry Geometry Geometry Geometry Int Alg Int Alg Int Alg Int Alg Precalc Precalc Precalc Precalc

1st term 2nd term 3rd term 4th term 1st term 2nd term 3rd term 4th term 1st term 2nd term 3rd term 4th term

Eleventh Grade

11TH 11TH 11TH 11TH 11TH 11TH 11TH 11TH 11TH

Int Alg Int Alg Int Alg Precalc Precalc Precalc Calc AB Calc AB Calc AB

1st term 2nd term 3rd term 1st term 2nd term 3rd term 1st term 2nd term 3rd term

Differences Between High

Int Algebra in College Int Algebra H.S.

Required Out of Class Study Time

Minimal 2 Hours per Hour In

Differences Between High

Non-Indicators

Demonstrated Achievement

Typical Barrier to

Concurrent

Math

• Lack of Trust

development for teachers to enhance

student math readiness

Typical Barrier to Concurrent

Math

• Need for High Standards

• Standards: require content,

exams, assignments and grading

scale to match college

Typical Barrier to Concurrent Math

Additional Effort by College Faculty

Additional Effort: train teachers to

use collegiate grading scale and

require a grading portfolio review

Solutions continued

• Limited contact with students

• Limited contact: sponsor visits by

collegiate faculty to concurrent

classes to meet and work with

students

WSU-DSD Collegiate

Math Success Pilot Program

how to teach for collegiate math success

• Select concurrent adjunct faculty

2004-05 continued

• Identify entry level collegiate math

classes for concurrent credit

• Provide information sessions with

parents and students regarding

collegiate math success factors

• Assess participant perception of efforts and teachers’ knowledge and skills

• Reconsider K-12 course content and

sequencing of classes

• Incorporate collegiate developmental

math proficiencies into high school

classes

• Continue information sessions with

students and parents

2005-06 continued

• Implement Pilot Concurrent Math 1050

• Assess student performance and

compare with previous data

• Assess continuation of program and

implement accordingly

2005-06 Pilot Concurrent Math 1050

Year long class

• Use WSU exams

• Use WSU grade scale

• Assess student data

• Conduct longitudinal studies on

concurrent students when sequencing

to higher level math or entry into WSU

or other post-secondary schools

• Continue implementation of program

and select additional sites

• Continue program assessment

WSU Concurrent Enrollment

Program and DSD will provide funds and in-kind services to provide for

the implementation of the

professional development, program assessments and program

informational publications

Lessons Learned

• Never assume nor blame your

program partners, instead,

converse and collaborate

• Be willing to challenge the status

Lessons Learned continued

• Improve the match between

secondary and post-secondary

pedagogy and math rigor to better

meet the students’ needs

• Stop the Student Rush: Let

students have the time they need

to really learn their math basics

Lessons Learned continued

• Persistence, Persistence,

Persistence

• Finding the right people for

partners

Best of Luck to You

Thanks for the opportunity to share